Transcript Research Student Virtual Portfolio (RSVP™): experiences in

Research Student Virtual Portfolio
(RSVP™): experiences in
Australia and the UK
Dr Catherine Manathunga
University of Queensland, Australia
Preparing for Academic Practice:
Disciplinary perspectives Conference,
Oxford, April 2008
© C. Manathunga, 2008
Research and Innovation Leaders
of the future: doctoral graduates
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Doctoral programs seek to transform students into
independent researchers
Importance of preparation not only for academe but
also industry, business and the professions – current
research trajectories (Pearson & Brew, 2002; Rip,
2004; Tyler, 1998)
Critique of current doctoral programs as too narrow,
despite recent additional coursework (esp. UKGrad
program) (Clark, 1996; Cryer, 1998)
Australian doctoral programs mostly continue to have
no formal coursework requirements
© C. Manathunga, 2008
Graduate Attribute Debate
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Is the graduate attribute agenda overly narrow and
instrumental? (Gilbert et al., 2004; Sandberg, 2000)
Neo-liberal approach to research ‘training”?
Irony of claiming doctoral graduates have common
attributes when the key goal of doctoral programs is
that students make an original contribution to
knowledge (Gilbert et al., 2004)
However, students are keen to have general career
development opportunities during their doctoral
studies and are keen to demonstrate their
employability (Borthwick & Wissler, 2003;
Manathunga et al., 2007)
© C. Manathunga, 2008
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Developed out of a research project on
interdisciplinary research education and academic
development (Manathunga et al., 2006)
Developed by Catherine Manathunga, Paul Lant,
George Mellick, The University of Queensland
Trademarked in Australia and under application for a
UK trademark
Internationally licensed to The University of Sheffield
in 2005
RSVP™ online database currently under development
Will be available as a commercial product in the
future
Details: http://www.uq.edu.au/grad-school/rsvp29779
© C. Manathunga, 2008
RSVP consists of…
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4 step process:
Set of research students’ graduate attributes.
Key performance indicators associated with each
graduate attribute.
Reflective review tool.
Portfolio based on evidence of achievement of the key
performance indicators ().
Resource package for students and advisors.
Training program for supervisors.
Our job is to specify these so that they are
relevant for you
© C. Manathunga, 2008
The Graduate Attributes
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Problem-solving and problem-formulation
from different perspectives
Communication skills
Project management skills
Industry-focus and/or professional
experience
Understanding and applying multiple
disciplinary and international perspectives
High quality research skills
Expert integrated knowledge
Social, ethical and environmental
responsibility
© C. Manathunga, 2008
Customising the GA’s and KPI’s:
Communication Skills
Description
How this could be demonstrated (KPIs)
To express an idea:
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The student will be able to
present their work in several
forms (written, spoken or
graphically) in different
contexts and to different
audiences
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The student will have gained
experience in
teaching/training and
advising people
The student has:
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Effectively presented their work at internal seminars and/or conferences, congresses, etc.
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Clearly expressed their ideas and results (orally and in powerpoint), gathered feedback,
and demonstrated how they have improved their presentation skills based on this
feedback
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Written well-structured, highly effective reports/papers and indicated their attempts to
improve their writing skills.
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Demonstrated the ability to plan and organise lecture, tutorial or training sessions and
develop and deliver effective training materials and activities
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Facilitated the successful completion of honours projects as honours supervisors
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Disseminated special skills like statistical analysis methods to other students
To understand and value other
knowledges:
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The student will be able to
read, listen to and appreciate
other people’s ideas
The student has:
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Compiled an interdisciplinary literature review that will provide them with ways to
expand their own work
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applied other disciplines’ languages and concepts to their work
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actively participated in meetings and seminars showing that they understand other
people’s perspectives
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emailed other experts in their field after being introduced by their supervisor, keeping
the supervisor in the loop with email communications.
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Received tutor training and been involved in teaching and postgraduate advising.
© C. Manathunga, 2008
Customising the GA’s and KPI’s:
Communication Skills
Working in
interdisciplinary teams
to develop social skills,
self-confidence and
conflict resolution and
negotiation skills
The student has:
 shown effective participation in team work, by giving
input to the general project and applying the outcomes to
their own work
 established a bridge between different perspectives as a
result of their developing interdisciplinary knowledge
© C. Manathunga, 2008
Applying RSVP™ in your discipline
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Reflective review and action planning process:
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Supervisors and students each reflect on the student’s existing
skills and areas for improvement under each graduate attribute
and develop an action plan
Portfolio – evidence of student’s achievement of each
graduate attribute
Activity: (10 mins)
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Join your disciplinary group
Look at several lists of graduate attributes and descriptions
Are there any additional attributes you would need?
Do the descriptions match the concerns of your discipline?
Discuss the key performance indicators/ways of demonstrating
one graduate attribute.
© C. Manathunga, 2008
Evaluation in Australia
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Advanced Wastewater Management Centre – microbiologists, chemical
engineers and some social scientists
Evaluation strategy – embedded in the process; student and staff focus groups,
interviews, industry evaluation, Cooperative Research Centre evaluation
Pedagogical outcomes: Assist students to:
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manage their research projects effectively through reflection and action
planning
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Manage their relationships with their supervisors through dialogue and
negotiation
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Plan their career goals and strategies for compiling evidence of their
graduate attributes
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Prepare for a range of employment options in academe, industry and the
professions
Barriers to success – time and supervisor commitment (issue of contracts)
Won a UQ and a national Carrick Award for Programs that Enhance Student
Learning in 2005 and 2006
© C. Manathunga, 2008
Evaluation in the UK
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Piloted in the Department of Chemical & Process Engineering, The
University of Sheffield – Dr Catherine Biggs
Evaluation strategy – embedded; review by educational development
staff at Sheffield (staff and student survey, observations, meetings with
project leader)
Main findings:
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Students and staff found it a valuable and are beginning to take a
more holistic view of doctoral studies
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Positive learning experience for student in identifying strengths and
areas for further development
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Systematic and practical approach to identifying development
needs and formulating a practical action plan
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Students value the collaborative and inclusive approach to
developing disciplinary-based attributes and KPIs and working
closely with supervisors
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Barriers to success – staff and student commitment, time
constraints, inertia, takes time away from research project
© C. Manathunga, 2008
Pedagogical implications
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Importance of ensuring that supervisors and
students engage in an active dialogue about
the student’s career development
Effectiveness of incorporating structured
reflective and experiential learning activities
into doctoral programs
Encourages widespread debate in
departments about the purpose of doctoral
education, the roles of supervisors and the
disciplinary-based practices of experienced
researchers
© C. Manathunga, 2008
References
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Clark, J. (1996). Postgraduate skills: A view from industry. Meeting the demands of R, D &
E leadership in a rapidly changing social and business environment (Report on graduate
skills and industry): Faulding.
Cryer, P. (1998). Transferable skills, marketability and lifelong learning: The particular case
of postgraduate research students. Studies in Higher Education, 23(2), 207-216.
Borthwick, J., & Wissler, R. (2003). Postgraduate research students and generic capabilities:
Online directions. Canberra: DEST.
Gilbert, R, Balatti, J., Turner, P., & Whitehouse, H. (2004). The generic skills debate in
research higher degrees. Higher Education Research & Development, 23(3), 375-388.
Manathunga, C., Lant, P., & Mellick, G. (2006). Imagining an interdisciplinary doctoral
pedagogy. Teaching in Higher Education, 11(3), 365-379.
Manathunga, C.; Lant, P. & Mellick, G. (2007). Developing professional researchers:
research students’ graduate attributes. Studies in Continuing Education, 29:1, 19-36.
Pearson, M., & Brew, A. (2002). Research training and supervision development. Studies in
Higher Education, 27(2), 135-150.
Rip, A. (2004). Strategic research, post-modern universities and research training. Higher
Education Policy, 17, 153-166.
Sandberg, J. (2000). Understanding human competence at work: An interpretative
approach. Academy of Management Journal, 43, 9-25.
Tyler, J. (1998). Research training for the 21st century. Governmental report in 'Higher
Education Series'. No. 33. Canberra, ACT: Higher Education Division, Department of
Education, Training and Youth Affairs.
© C. Manathunga, 2008